
































SUMMARY REPORT 



SCHOOL ADMINISTRATORS WORKSHOP BRIGHAM CITY, UTAH 


JUNE 3-14, 1957 


UNITED STATES 

DEPARTMENT OF THE INTERIOR 
BUREAU OF INDIAN AFFAIRS 
BRANCH OF EDUCATION 



UNITED STATES 

DEPARTMENT OF THE INTERIOR 
Fred A* Seaton, Secretary 


BUREAU OF INDIAN AFFAIRS 
Glenn L* Emmons, Commissioner 


BRANCH OF EDUCATION 
Hildegard Thompson, Chief 


Interior, Haskell Press, Lawrence, Kansas 


SUMMARY REPORT 


SCHOOL ADMINISTRATORS WORKSHOP BRIGHAM CITY, UTAH 

M " . • * • 


JUNE 3-14, 1957 





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CONTENTS 


I Intreduction 

II Recommendations 

A, For the Attention of the Washington Office 

B, For the Attention of the Area Offices 

C, For the Attention of Indian People 

III Idea To Action 

IV The Future - What Will It Be Like? 

A Summary of Papers Prepared by 50 School Administrators 

V Basic Needs of Indian People 

Summary of Papers Written by 178 Haskell Institute 
Commercial Students 

VI Long-Range Planning 



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Tribal representatives and school administrators studied ways to raise 
the educational level of Indian people 



I, INTRODUCTION 


School administrators, Central and Area Office personnel, 
and Tribal representatives (from 14 tribes in 8 States and Alaska) 
participated jointly in a Biireau-vd.de workshop. The purpose of the 
conference was to develop long-range plans for Indian education. The 
session dealt with one central theme; How can the educational level 
of Indian people be raised? 


Even though the long view was emphasized, the immediate needs 
of Indians were not overlooked, Alfred Nault, Chippewa-Cree repre¬ 
sentative from Montana, summed it up in this way: **In order to build 
a road to the top of yon mountain, we must keep an eye on the highest 
peak which is our goal,” 

The study themes of the workshop were: 

1, The Future - What Will It Be Like? 

2, Educational Planning for the Future 

3* A Look at Present Educational Programs 

4* Ideas To Action 

5, A Look at Bureau-wide Policies and Programs 

6, Educational Policies for the Areas 

7, Developing Long-Range Plans 


The organizational pattern for the first seven days was for 
the purpose of getting a broad view of the problems under considera¬ 
tion, Discussion groups on a Bureau-vdde basis studied ways to raise 
the educational level and occupational competence of Indian people. 


A different organizational pattern was used for the last 
three days when members from each Area worked as a group. With ideas 
gained in the first seven days, each group began developing an Area 
educational policy statement and long-range educational plans. Other 
Area educational personnel who attended for this part of the workshop 
were brought up to date and involved in the development of long-rarige 
plans. 


The workshop served as a laboratory to demonstrate ways of 
securing participation of individuals in group discussion and action. 


Varied conference techniques were used by the members of the workshop 
which can be used at Iccil levels in translating ideas into action* 
Conference techniques; 

1, Panel discussions 

At a general session, a group of six or seven 
people discuss a question which is of interest and 
concern to all the members of the workshop* At the 
end of the discussion, any member of the general 
session may raise a point for discussion* 

2* Small group discussions 

Ten to 15 people, with a leader and recorders, 
discuss problems of common interest and concern* 

3* Snmmarv reports 

At the end of a small group discussion, the 
recorders of each group meet with a summarizing com¬ 
mittee and they prepare one combined report vviiich is 
presented at a general session* 

4* Visual aids 

A visual aids committee prepares visual material 
to reinforce the information presented verbally at 
general sessions* 

5* Brainstorming 

Brainstorming is used as a technique to produce 
creative thinking* When a group, meeting in conference, 
is seeking a solution to a problem, each member makes 
suggestions freely* Each suggestion is accepted with¬ 
out critical judgment regardless of how irrelevant it 
, may be* An idea or suggestion of one member may be ex¬ 
panded by other members (called hitchhiking)* At the 
end of an allotted time, the ideas are evaluated for 
merit and possible use* 

6* Group leaders^ conference 

At the close of group discussions the leaders 
meet to evaluate the groups’ work and to plan together 
for the next session* 


2 









The workshop report is published in the following volumes; 

!• Summary Report 

2* Indian Youth Today and Tomorrow (Addresses by 
tribal representatives) 

3* Indian Education and Its Administrators (Addresses 
by Bureau administrators) 

4* Basic Needs of Indian People (Statements by 
50 Bureau school administrators) 

5. Indian Youth Look at Basic Needs of Indians 
(Papers written by 178 Haskell Institute com¬ 
mercial students) 


3 



School administrators met in small discussion groups 


















II. RECOMMENDATIONS 


The educational program for Indian people must prepare them 
for entrance into the main streams of American society, therefore, 
the quality of the program must meet high standards. 

The following recommendations were gleaned from the reports 
of various groups: 

A. Recommendations for the Attention of the Washington Office 

Indian representatives and Bureau people should study their 
problems cooperatively in Bureau-wide, Area, and local work¬ 
shops. 

Indian people and the Branch of Education must cooperate to 
develop their human resources. 

Kindergarten programs are needed to provide the language 
background for first-grade work. Kindergartens would help 
to alleviate the retardedness of Indian pupils. 

Education should be extended beyond the high school to 
include grades 13 and 14. 

Programs with adequate and specially-trained staff should 
be provided for children vdio need special psychological or 
psychiatric help. 

Special programs should be provided for exceptional (gifted, 
handicapped, and retarded) children. 

Academic and vocational programs should be adjusted to meet 
current needs of students. 

More groups of people should be involved in the evaluation 
of educational programs. Standards for evaluation should 
be improved and a better system of reporting adopted. 

The criteria for boarding school entrance should be re¬ 
examined . 

Bureau school’s should maintain State standards. 

To make education of Indian children more effective, the 
maximimi teaching load should be 25 pupils. 


5 



Adult education should be extended to all groups who desire 
it. 

The Bureau should cooperate in the coordination of school 
and health programs. Adequate staff and facilities should 
be provided to care for health needs. 

The value and importance of program direction shoiild be 
recognized and funds identified for its implementation. 

Standards for supervisory positions should be established. 
Standards of training and experience must be adhered to 
in filling supervisory positions. 

Civil Service teacher examinations should be revised to 
include personal interviews of applicants and a minimum 
oral language requirement. 

The qualifications for new teachers should be raised. 

For their graduates to be acceptable for positions in Bureau 
schools, teacher training institutions should be accredited 
by their regional accrediting agency in addition to their 
State accreditation. This policy would eliminate institu¬ 
tions vrtiich provide inferior training. 

Teachers’ salaries should be comparable to those of better 
public schools and adjustments upward when necessary should 
be made to attract and keep qiialified teachers. 

Advanced degrees should be recognized through higher salaries. 

Teachers without experience should enter the Bureau at fifth 
step of GS-5. 

There should be a salary differential for isolation. 

Performance rating forms should be revised, using "satis¬ 
factory” and "unsatisfactory** with qualifying statements. 

Teachers should be provided adequate attractive housing - 
nonhousekeeping quarters should be eliminated. Shortage of 
adequate living quarters seriously curtails recruitment. 

Maintenance should be provided to meet the needs of a good 
educational program. 

Classrooms should meet the standards of space, lighting, 
ventilation equipment, and materials. 


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Budget operating statements should be revised, simplified, 
and kept current. School administrators need a more prac¬ 
tical operating statement. 

There should be provisions for adapting policies to meet 
local situations, 

B, Recommendations for the Attention of the Area Offices 

Functioning committees should be provided for continuous 
evaluation and revision of programs to meet changing needs. 

There should be more emphasis on teaching the basic skij-ls. 

The maximum teaching load should be 25 pupils. 

Testing should be continued as a part of the educational pro¬ 
gram, It should be evaliiated and the results used along 
with other criteria in the planning of programs. 

Programs with adequate and specially—trained staff should be 
provided for children vrtio need special psychological or 
psychiatric help. 

The quality of the guidance services should be improved at 
the elementary, high school, and post high school levels. 
Adequate staff should be provided. 

More vocational and social guidance should be provided for 
students attending public schools. 

Coordination between all departments of the school should be 
improved, 

First-line supervision should be improved by relieving de¬ 
partment heads of administrative duties and by reducing 
the supervisor-teacher ratio. 

The ratio of supervisors to employees should be governed by 
such variables as distance, number of schools, and sizes of 
schools. 

Standards of training and experience must be adhered to in 
filling supervisory positions. 

Standards for supervisory positions should be established. 

The value of program direction should be recognized and funds 
identified for its implementation. 


7 



Bureau schools should maintain State standards and use 
similar books. 

Opportimities for and encouragement of professional grov/th 
of personnel should be provided. 

Encouragement should be given to all school administrators 
and teachers to belong to professional organizations. 

In-service training should be required and provided for 
all dormitory personnel. 

Teachers of Bureau schools should have State teachers 
certificates. 

The title of reservation principal should be changed to 
agency school superintendent. 

Indian representatives and Bureau personnel should study 
their problems together in Bureau-wide, Area, and local 
workshops. 

Indian people and the Branch of Education must cooperate to 
develop their human resources. 

The Bureau should cooperate with other agencies in the 
coordination of school and health programs. 

School administrators should invite representatives of 
other educational agencies to their schools. 

Local and State educational institutions should be kept in¬ 
formed of Bureau of Indian Affairs programs. 

Consiiltation should be encouraged between the school and (l) 
community, (2) local colleges, (3) industry, and (4) public 
schools. 

Teachers should be relieved of nonprofessional duties. 

Branches of Education and Administration should cooperate 
in the assignment of quarters. 

In order to operate school programs efficiently, school 
administrators need a voice in the planning of school plant 
maintenance. 

Maintenance to meet the needs of a good educational program 
should be provided. 


8 


Classrooms should be brought up to standard in lighting, 
space, ventilation^equipment, and materials. 

The school administrator should have control of his educa¬ 
tion funds. 

School administrators should be informed of the amount 
charged against educational funds for facilitating services. 

Delivery of educational supplies and equipment, \dien pos¬ 
sible, should be made direct to user, 

C, Renommendations for the Attention of Indian People 

Indian representatives and Bureau personnel should study 
their problems together in Bureau-wide, Area, and local 
workshops, 

Tribal education committees and Area offices should work 
closely together. 

Public relations committees should include Indian representa¬ 
tives, and State and Bureau employees, 

Indians should attend school board meetings in their dis¬ 
tricts. 

There should be meetings of tribal councils or education 
committees with public school officials on State levels, 

Indian parents should visit school sessions, programs, sport 
events, PTA, etc, 

Indians and non-Indians should join together to sponsor 
/f-H Clubs, Scouts, and other activities. 

Attendance laws should be enforced for children attending 
public schools. 

Adult education should be provided for all groups who want 
it. 


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Summarizers presented report to the general session 









III. IDEA TO ACTION 


Members of the workshop stixiied ways of successfully changing 
ideas into action. They developed the following six steps as the 
process necessary to translate an idea into effective and lasting action: 
(See the following six pictures) 


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An idea is conceived 







Possible ways of translating idea into action are 








The idea is evaluated 








After evaluation of the idea, many recommendations are made 








The project is tried 





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The idea is re-evaluated in light of experiences gained 

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The future has implications for education 






IV. THE FUTURE - WHAT WILL IT BE LIKE? 


Each school administrator wrote two papers as his special 
preparation for the wortcshop. One paper was concerned with the basic 
needs of Indian people and the collection has been published as one 
volume of the workshop report. The second paper envisioned the world 
of 1980. A summary of these papers is included in this part, of the 
report. 


The time and study put into the writing of these two papers 
produced a storehouse of information which sho\jld be used as resource 
material. What implications for improving Indian education do you 
find in the writings of the school administrators? 

The World in 1980 

(As envisioned by school administrators) 

World Patterns 


Better world understanding and peace will prevail through 
adoption of democratic practices. 

International deliberations will increase. 

Hate and prejudice will decrease because of improved coa- 
mimications and understandings. 

There will be better distribution of food from areas of 
plenty to areas of want. 

There will be more power centers from atomic energy. 

Greater efforts toward universal understanding will be 
made through: 

Universal language 

Universal television 

Universal law 

Universal currency 

Inexpensive and rapid transportation 

"With newer and faster types of travel will 
come better understanding and relationships be¬ 
tween peoples. Tibet and Mongolia will no longer 
be strange and mysterious lands. They will have 
awakened to their latent strengths and rights 
through* interests and understandings brought about 
by newer communication systems." 


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National Patterns 


Politics will be conducted on a higher plane* 

Possibly a third political party will emerge* 

”We can expect new world tensions with a dif¬ 
ferent ^ignment of nations, new nations that have 
not as yet been formed, changes of political systems, 
discoveries of improvements of methods, and a dif¬ 
ferent treatment of human resources and relations* 

”The schools will eventually bridge the chasm, 
but not until the new and almost compulsory emphasis 
upon science and technology is extended to the humani¬ 
ties, such as social science, psychology, great lit¬ 
erature, and the arts*** 


Economics 


The nation will produce a more stable economy through: 

A stabilized dollar 
A shorter work week 
Safeguards against depressions 

Taxes will remain high* 

Industry will demand educable and higher skilled workers* 

More business capital will be used for social and educa¬ 
tional improvements* 

Higher wage standards will be in effect* 

Climate and weather control will permit expansion to here 
tofore untenable land areas* 

Land use: 

Desert areas will be claimed for residences, agricul 
ture, and industry* ] 

Soils will be improved easily and quickly with chemi 
cals* 

City designs will be in **strips** along highways and 
water fronts* 

More use will be made of londerground space* 


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"Even the climate of different places v#ill 
be changed in the near future. By introducing 
certain elements into the atmosphere, deserts 
will be made to bloom, ice fields will melt, and 
torrid climes made cooler. Places of no human 
habitation today, tomorrow will be bustling cen¬ 
ters of industry and activity.” 

"Since the land for farming will be of great¬ 
est importance, man will have complete control of 
conservation methods, such as rebuilding soil, 
flood control, and erosion prevention. Scientists 
will have perfected the use of radioactivity in 
fertilizers. This will greatly stimulate the growth 
of plants. New species of plants will be produced 
by bombarding plant seed with various kinds of rays. 
This will speed up nature’s rate of production. 

Perhaps scientists will have solved the mystery of 
photosynthesis. By understanding this process we ' 
may be able to synthesize food directly from cheap 
and abundant chemical products.” 

Automation and Technology 

Transportation will be more rapid and safer. 

Homes will be more functional. 

Need for manual labor will be reduced. 

Drudgery will be reduced and homes will be made comfortable 
through: 

Cheaper and more universal power sources 

Better lighting 

Better heating 

Heatless cooking 

Air conditioning 

"The shortage of manpower today and in the 
future is in the technical fields. The automation 
of tomorrow will require more than the use of 
automatic^mechanical and electronic devices^but 
it will also involve new types of planning and de¬ 
sign of production processes which will demand 
higher mentality to operate.” 


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”The technological progress of the next quarter 
century will call for brains instead of brawn, 
thus making education more imperative than ever 
before.” 


Health 


Disease will be reduced. 

Life span will be increased. 

Mental diseases will be better diagnosed and treated. 

Food will be safer, more nutritious, and better preserved. 

Health and medical services will be more available to those 
who need them. 

”The reduction of crime by individiials and by 
nations will receive priority in the social planning. 
Reduction of illiteracy and proper use of leisure 
time should aid much in developing well-balanced 
individuals. Much will be done in the field of 
mental health, a field which is receiving attention 
at the present time.” 

”Most doctors recognize that a very large pro¬ 
portion of our illnesses are psychosomatic in origin. 

Some stumbling efforts have been made to identify 
such illnesses and treat the mind not the body, but 
methods of identification and treatment have certainly 
not reached the stage where they can be considered 
scientific. We may expect that much progress will 
have been made in this field by 1980.” 

Education 


Teacher shortage will continue. 

The public will recognize education as the greatest force 
in adjustment and change. 

Training at employable levels will be accelerated. 

Gifted students will be discovered at a younger age. 

More scholarships for the gifted will be available. 
Federal aid to schools will be available. 


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Free education beyond high school will be established. 

Effective techniques will be needed for; 

Teaching larger classes 
Teaching home classes 

Providing learning experiences outside the classroom 

Rugged individualism will give way to group study and action. 

Individual research will be absorbed in group or team re¬ 
search. 

Revised education centers will be carefully planned for aII 
types of learning. 

On-the-job training will be expanded. 

Wider choices for continuing education will exist. 

More counselling and guidance will be provided for adjust¬ 
ment and vocational selectivity. 

More emphasis on constructive use of leisure time will be 
in the school curriculum. 

”With the speeding up processes now underway, 
education is no longer a luxury, but a necessity.** 

**Obviously it is important for schools to antic¬ 
ipate the effects of automation, insofar as possible, 
and revise training programs accordingly. Robert W. 

Boltz sums up the fruits of automation as follows; 

♦Automation will create jobs requiring more skill, 
more judgment, more responsibility, and less drudgery. 

It will give more people an opportunity to do creative 
work, to have better education and training, higher 
incomes, greater job opportunity and selectivity, more 
leisure and recreation*.** 

**Designs will have to be developed so that the 
school facilities will be available to a greater num¬ 
ber of people for a greater proportion of time. The 
cost will be tremendous and probably the whole system 
of financing will have to be changed to meet the need.** 

**More stress will be placed on counselling and 
guidance in order to help the individual help himself. 


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People will need giiidance on how to use their leisure 
time to their best advantage socially, morally, and 
mentally*** 

**Just how far we go by 19^0, how we get there, 
and what we do after we get there will be determined 
to a large extent by education* Whether the young 
generation of today inherits the earth or is blown 
off it depends to a large extent on the ability of 
education to train a generation of people worthy and 
capable of surviving*** 

Moral and Spiritual 

Church influence will grow* 

To a greater degree churches will be youth activity centers* 

Church program aims will be to help people with real living 
problems * 

Crime will decrease* 

There will be more time and concern for man’s humanity to 
man in everyday practice* 

**Respect of man to man which mutually accords con¬ 
sideration, fair play, and justice is important, but man’s 
sense of responsibility to his Creator is far more domi¬ 
nant and will pervade the very nature of man in all his 
activities and constitute a power in men’s lives far more 
than a sense of fair play as something that came from the 
mind of man* 

**It would be along such lines, I believe, that the 
churchman would point out that religion would be the 
force to bring about genuine consideration, understand¬ 
ing, and cooperation among men as the world grows smaller 
and we find ourselves living together in closer quarters*** 

Miscellaneous 


Interplanetary 

Solar heat and 

Sea water will 
minerals* 


travel will be closer to reality* 
energy will be more fully developed* 
be a source of food, fresh water, and 


2U 





**I am sufficiently optimistic to believe that there 
will be a world of tomorrow. The history of humankind, 
as we know it, has been a continuous struggle against 
apparently adverse circumstances which seemed at times 
to threaten race survival. Individuals and nations have 
succumbed, but the race itself has made a constant, if 
erratic, progress in standards of living, physical well¬ 
being, and modes of thought.” 


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Education is a basic need 










V. BASIC NEEDS OF INDIANS 


One hundred seventy-eight Haskell Institute commercial 
students wrote papers on vrtiat they thought the basic needs of Indian 
people are. The following is a summary of those papers: 


27 



Tribal representatives discussed basic needs of Indian people 
















Summary Report 
of the 


BASIC NEEDS OF INDIANS - 178 HASKELL COMi'ffiRCIAL STUDENTS, 1957 


1957 Summer Workshop 
Intermountain Indian School 
Brigham City, Utah 


Report Prepared by Solon G..Ayers 
Tabulating and Typing by Katherine Minthorn 


29 


Basic Needs of Indians - 178 Haskell Commercial Students, 1957 

Tabulation by Tribes - Total L8 


Sioux. 25 Mojave. 

Chippewa.25 Assiniboine . 

Navajo . 11 Hingit. 

Blackfeet . 11 Shoshone .... 

Creek . 10 Omaha ....... 

Cherokee . 10 Paiute . 

Hopi . 8 Ute. 

Choctaw. 8 Zuni. 

Arapaho . 8 Sauk and Fox 

Tewa . 6 Caddo . 

Kiowa. 5 Delaware .... 

Gros Ventre. 5 Arickara .... 

Laguna . 4 Santa Ana ... 

Cheyenne. 4 Winnebago ... 

Papago . 3 Yakima . 

Seminole. 3 Iowa. 

Pima. 4 Kickapoo .... 

Otoe. 3 Bannock. 

Potawatomi. 3 Chippewa Cree 

Pueblo . 3 Acoma . 

Chickasaw... 3 Washoe. 

Apache . 2 Santa Clara . 

Taos . 2 Osage. 

Colville. 2 Walapai. 


2 

2 

2 

2 

2 

1 

1 

1 

1 


1 

1 

1 

1 

1 

1 

1 

1 

1 

1 

1 

1 

1 


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Basic Needs of Indians - 178 Haskell Commercial Students. 1957 


Tabulation by States and Alaska - Total 22 


Alaska .. 2 

Arizona . 20 

California . 2 

Colorado . 3 

Florida . 1 

Idaho . 1 

Illinois . 2 

Kansas . 7 

Minnesota . 13 

Mississippi . 1 

Montana.20 

Nebraska. 3 

Nevada . 3 

New Mexico . 18 

North Carolina . 1 

North Dakota.16 

Oklahoma . A-6 

Oregon . 2 

South Dakota.12 

Utah. 1 

Washington . 3 

Wyoming . 1 


17 B 


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Basic Needs of Indians - 17B Haskell Coumercial Students. 1957 


Tabulation by 20 Subject Areas 

Typical statements from two papers follow each subject. 

The subject areas were obtained by reading the papers 
and noting the reoccurence of similar ideas. It was necessary to 
make the subject areas flexible in order to make the classifica¬ 
tion simple and usable. Some ideas were not tabulated because 
they did not occur in sufficient number or because they were not 
classified as basic needs. 

Need for Education - Mentioned 218 times 


**The Indian people of today vary in their needs, but I 
feel that the key to success in our modem world is education. 

Most Indians don’t realize that to be educated is an important 
step toward getting ahead, finding better jobs, and making a 
better living than our forefathers.** Maxine C. Wilson, Albuquerque, 
New Mexico, Pueblo and Sioux 

**The basic need our Indian people is education. If only 
they knew how to read and write, they would be just like any other 
well-educated people living today. About the majority of our 
people are uneducated. What kind of education they need is how to 
be better farmers, how to care for their own homes, how to earn a 
living, and how to spend their money.** Mary Ann Peterson, Gallup, 
New Mexico, Navajo 

Need for Vocational Education - Mentioned 49 times 

**I think that what they really need is a vocational 
school to help them learn a different occupation.** Merle Jack, 
Juneau, Alaska, Tlingit 

**I also feel my people need some training in vocational 
schools like the vocations offered at Haskell Institute.** Tonita 
Polacca, Kearns Canyon, Arizona, Tewa 

Need for Adult Education - Mentioned 30 times i 

**Adult Education should be recognized by everyone all 
over America. This will aid the younger generations during their 
growing years for this reason: 

Many of the old Indian men and women never had an educa¬ 
tion. They don’t know the importance of one. Therefore, they 


32 







don^t care whether their children or grandchildren get an educa¬ 
tion or not. This goes on from one generation to another. One 
generation following the example of another. 

"Adult education would make a great improvement for the 
American Indians from both a moral and social standpoint." Jane 
Ruff, Martin, South Dakota, Sioux 

"I think that the Indian people in my community need some 
sort of an adult class that can meet at least twice a week. These 
people at home talk their tribal language most of the time and so 
are satisfied with their old way of living. I think that if they 
could learn more about the way others are living and how to go 
about making a better way of living they would be in a better 
position to participate in the way the white people live." Evelyn 
Chewey, Watts, Oklahoma, Cherokee 

Need for Higher Education - Mentioned 25 times 

**We have an opportunity to attend Haskell for higher 
learning in vocational and commercial work, but what about 
those vdio want to become doctors and nurses? They are the ones 
that have the biggest heartaches. I think the government should 
set up a program for those who do want to become doctors and 
nurses; it will encourage the students immensely." Carole Falcon, 
Harlem, Montana, Gros Ventre-Chippewa 

"To get a higher education, the parents must have the 
money that it takes to put their children through college. Most 
parents do not have the money so the children don’t get the higher 
education they need. I would especially be glad to see our young 
Indian people get financial help to go on for a higher education. 

If this help was provided for them, I would also like to see them 
treated the same as any other student in school." Joleen Harvey, 
Phoenix, Arizona, Papago-Pima 

Need for Education Scholarships - Mentioned 18 times 

"Education is another problem. I know a lot of young 
people would like to go on to college but cannot because there 
are not enough scholarships and lack of money. There are scholar¬ 
ships but they pay only the first quarter. Because of lack of 
money a lot of them drop out." Almeda R. Lussier, Redby, Minnesota, 
Chippewa 


33 




"There is another thing that puzzles me quite a bit on 
the reservation. There may be a student who realizes that an educa¬ 
tion is a "must" and attempts to get a loan for further training. 

His grades are checked and his home condition is inspected. He 
applies for a loan. After months of waiting, his loan is returned 
with a notation "not acceptable." Why? Because he hasn’t enough 
land for security. Perhaps he doesn’t even own a potato patch. 

His parents are just barely getting along on vrtiat they make for 
a livelihood. Can’t something be done for these possible students? 
Can’t they be put on a probation period to see whether they will 
stick it out and deserve their loan? They can pay it back some¬ 
how or other if they would only be given the chance to try their 
wings." Lupi Jackson, Wood, South Dakota, Sioux 

Need for Parent’s Encouragement and Discipline in Education - 

Mentioned 64 times 

"The parents do not encourage their children to go to 
school, and that is one of the reasons why so many boys and girls 
quit school before they graduate; they feel that they could do 
better outside of the reservation, and that would be true, if they 
only had the education to help better themselves." Florence 
Marcellais, Belcourt, North Dakota, Chippewa 

"As a rule, Indian parents are too lenient with their 
children, letting them quit school almost as soon as the law 
permits. Somehow, someone should insti3J. in them the desire 
for more education. Only in this way will the Indian regain 
a feeling of competency and be able to hold his own in the 
’white man’s world’." Elmer Jeannotte-, Everest, Kansas, Chippewa 

Need for Personal Funds for Education - Mentioned 55 times 

"Most of the Indian children go to public school and 
in connection with education there are financial problems. Text 
books are free but they have to biay their own pencils, paper, etc. 
One main problem in connection with school is their lunch. They 
have to pay $1.25 a week and most of the families around home 
are large families. Each family has about three children going 
to school. If they can afford to buy hot lunches for their 
children, they have to pay approximately $15»00 a month. If the 
family is poor, the children have to take sack lunches or else go 
without lunch until they got back home. Another thing is they 
have to have good clothing in order to stay up with the white 
people." Stella Lamey, Seminole, Oklahoma, Seminole 


34 





“Although free text books and transportation are provided, 
the Indian student still has certain expenses that he must pay. 

His lack of funds causes him to feel inferior to his fellow class¬ 
mates. He will usually quit school when he reaches the age of 
sixteen and find himself a job.** Ada Ketcher, Salina, Oklahoma, 
Cherokee 

Need to Understand Importance of Education - Mentioned 43 times 

**I think something should be done about them to make 
them realize the importance of education and what it means to 
them in the future. Most of them when they drop out go back 
to their homes and work as cowboys on their ranches. The 
girls usually work in a home or run around until someone comes 
their way and then they get married. This usually makes a 
couple with a poor education to bring up children who will be 
expected to live at least decently in an ever-changing political 
world. If their parents had little or no education, no doubt 
the child will also be taken out of school at a young age to 
help at home or elsewhere.** Loretta Waye, White River, Arizona, 
Apache 


**The most important need for Indian people in my 
community is for some one to help them realize the need for 
education today.** Ernestine Marshall, Mason, Oklahoma, Creek 

Need to Improve Economic Conditions (living standards, etc.) - 

Mentioned 55 times 

**Many people have financial problems. They don*t 
know where and how to make money because they lack education and the 
farming in Arizona is very poor. People don*t have the proper equip¬ 
ment to farm their lands. Maybe if they had proper equipment to 
farm their lands, they would have a good chance to making a living. 
But how can the Hopi people make their farming soil rich to have 
good farming?** Marvin Tewa, Winslow, Arizona, Hopi 

**The basic needs of the Indians in the community of , 
Ponsford is a source of steady en^loyment to better the housing 
facilities and thus raise the standards of living in this area.** ‘ 
Peter Mason, Ponsford, Minnesota, Chippewa 


35 






Need for Job Opportunities - Mentioned 5k times 


•*One of thie basic needs of the Indian people aroiand my 
home towi is the improvement of their working conditions, especially 
the opportunities to work. 

’’With an improvement of this situation and a regular 
income, they will begin to adopt a better way of life and want an 
even better one for their children. The Indian parents’ attitudes 
naturally influence the children’s way of thinking. But with the 
working conditions as they are, it seems an almost hopeless task to 
try to improve their lot when they have nothing with which to im¬ 
prove it.” Mildred Sittingbull, Clinton, Oklahoma, Arapaho 

”One of the needs of the Indian people in my home com¬ 
munity is finding a job. There are not enough jobs to keep the men 
and women working. A jewel plant has been established on the out¬ 
skirts of the town*of Holla, which is seven miles from Belcourt; and 
a number of women have found jobs there, but this is not enough. A 
number of the men work in the road and school garage, but this em¬ 
ployment is only part time for some of them. The ones who go away 
to work try to influence the others, but they just don’t seem to 
take an interest in jobs that take them away from home.” Carol Ann 
Lahr, Belcourt, North Dakota, Blackfeet 

Need for Social Development (For Major Culture) - Mentioned 51 times 

’’The basic need of the first Americans is the ability to 
get along with others. This ability will help them in obtaining 
jobs to which they are suited and help them in getting settled in 
social life. Most Indians of today are afraid to go into the world 
to seek a living because of social contact. When they go to a social 
gathering, they will try to sit in the dark comer so they will not 
be seen. They will not get up in front of a group to even participate 
in a game. Confidence and training are needed to correct this vital 
factor of the Indian.” Darlina Rose Brumit, McAlester, Oklahoma, 
Choctaw 


’’Another problem that confronts the Indianjis his social 
background. The social adjustment of Indians is handicapped because 
of their education. The Indian seems to be reticent. With a high 
school education he would be more able to express himself.” Hazel 
Lyday, Eufaula, Oklahoma, Creek 


36 




Need for Better Transportation Facilities - Mentioned 4.3 times 


’•Among the Papago Indians, and this may also be true of 
other Indians, is the lack of transportation. Indians living on 
reservations have difficulties in getting from one place to another. 
First of all, villages on the reservations are miles apart, some in 
more remote places than others. Road conditions are not very good.” 
Bertha Averisto, Sells, Arizona, Papago 

”Transportation is another problem that keeps the children 
from attending school regularly. About half of the Indian children 
go to day schools out in the country; and when the weather is bad, 
they have to cease from attending school for several days at a time 
because of the impossibility of travel.” Donald Little Biill, 
Browning, Montana, Blackfeet 

Need for Self-Confidence, Ambition, and Initiative - Mentioned 27 

times 


”I think a lot of the people at home do not have eno\igh 
confidence in themselves. Because of the fact that they are Indians, 
many of the people feel that they cannot leave the reservation. A 
number of families have gone out on relocation to various parts of 
the United States. Some have made a great deal of progress but others 
gave up after a short time and came home. These people and many 
others are satisfied with what little they have. They have no desire 
to improve their home conditions etc.” Rose Marie Jollie, Belcourt, 
North Dakota, Chippewa 

••What is needed here is self-confidence and encouragement 
and ambition. When these things have been achieved, the students 
will try to go on further to school and compete with others without 
fear of being ignorant or backward.” Mly Suazo, Taos, New Mexico, 
Taos 

Need to Reduce Drinking and Juvenile Delinquency - Mentioned 26 times 

••Drinking is a problem for the Indian back home. Whwi I 
was home it seemed like all the young men and women, and even boys 
and girls, were starting to drink. Seems like their parents would 
do something about it, but I guess they are just as bad or worse. 

Now if there was something to keep the young away like a recreation 
center, swimming pool, or some other athletic sport their attention 
would be drawn away from drinking.” William J. Giago, Igloo, South 
Dakota, Sioux 


37 








"Around home, on the Fort Hall Indian Reservation, I think 
the biggest problem facing the Indian people is alcohol. The people 
arouind home drink up all the money they earn from working since the 
alcohol was opened up to the Indians, There are many killings going 
on just because the Indian doesn’t know what he is doing when he is 
so drunk. Little children are left to wander the dark streets alone 
just because their folks are in the bars getting too drunk to care 
for them, I’ve read in the papers where a little boy was left in 
town because his folks were drunk and left to go to the gambling 
joint, I'have also read \diere a baby was left in the car in the 
middle of winter without food and blankets. There are many happen¬ 
ings like that going on just because of the Indian’s inability to 
hold his liquor when he drinks. He just doesn’t seem to get enough 
of the horrible stuff," Arlene Jim, Blackfoot, Idaho, Shoshoni- 
Bannock 

Need for Recreation Facilities - Mentioned 25 times 

"On the Blackfeet Indian Reservation in Montana where I 
live, there is a necessity for a recreational program that would 
cover all the reservation and help the younger people when they had 
leisiire time, I believe that this has become a serious problem 
because there are an overwhelming number of yo\mg Indian boys and 
girls who simply waste their time running around the country look¬ 
ing for something to do. It seems as though some parents don’t care 
Tfdiat happens to their children; they seem to think that the boy or 
girl sho\ild find entertainment for himself, which sometimes leads to 
a very shameful life for the individual, 

"I believe that if there was a recreational program on the 
reservation, it would merit great results. The young people would 
enjoy roller skating, dancing, a drive-in theatre, or some other 
recreational activity." Jay Harwood, Valier, Montana, Blackfeet 

"One of the most important things that our community needs 
is recreation for the teenagers. I think that it% important because 
teenagers don’t have much to entertain themselves and that’s why many 
of them get into a lot of trouble such as, stealing, getting into 
fights, breaking windows, etc. Having some kind of recreation they 
will get to meet more friends of all nationalities. Maybe, they would 
forget to smoke and drink. Nowadays you get to see more teenagers 
smoking and drinking than you see an adult. That’s vrtiy I think we 
need some kind of recreation." Teresa Talachy, Santa Fe, New Mexico, 
Tewa 


38 



Need for Religion - Mentioned 14 times 


“Another need of the Indian people is religion. Many 
people do not have the religious training that they should. 'Hiey 
need to be bro\ight up in a Christian home vrhere they can learn 
about God.” Amelia Christy, Stigler, Oklahoma 

“Here is another good reason that Indians don’t progress 
is because they fail to attend church as they should. Spiritual 
guidance is needed very badly to help live more wholesome lives.” 
Shirley Coker, Seminole, Oklahoma, Seminole 

Need for Wise Use of Money - Mentioned 10 times 

“If some kind of plan could be set up where the people are 
taught the wise and thrifty way.to save money, some of their problems 
would be solved this way. As it is now, they become more and more 
involved in debt.” Mildred Phillips, Eufaiala, Oklahoma, Cfeek 

“Most of the adults do not know how to spend their money 
wisely. As soon as they get a little money, they buy things that I 
don’t think they really need. What they should do is to attend a 
trade school and learn a trade so that they will be able to get a 
job easier.” Sylvia Gillette, Mandaree, North Dakota, Arickara 

Need for Better Health Conditions and Facilities - Mentioned 19 times 


“Children are brought up from birth to school age exposed 
to all types of unsainitary surroundings. This surrounding also 
results in death from many different kinds of diseases before a child 
is of school a*ge. 

“Classes could be held once or twice a week in different 
parts of the reservation teaching adults about sanitation and its 
importance. In this way more children would live to get a good edu¬ 
cation in good health.” Ada Wilson, Teecnospas, Shiprock, New Mexico 

“The Indian hospitals are another thing that needs to be 
improved. There are only two hospitals for the Indians in ny vicinity. 
To most of the people they are hard to reach because they are so far. 
When the people do reach the hospital, they are oade to wait for hours 
even though it is supposed to be clinic hours. The doctors only see 
the people that are in very bad condition. Although some of the 
people do wait for a long while, they still do not get to see the 
doctor. He only takes a very few each day. This, I believe, is a 
worse situation than the need for education." Loretta Lumpmouth, 
Dlinton, Oklahoma, Cheyenne-Arapaho 


39 





Need for Social Ecmallty (Antl-Discriniination) - Mentioned 5 times 


”We cannot even go in the cafe and other places. They 
want to treat us like they do the colored people. That is reason 
many of our yo\mg men and women never return to their homes when 
they go to school in other states.” Josephine Ben, Philadelphia, 
Mississippi, Choctaw 

”One big point I would like to bring out is racial dis¬ 
crimination. Every year the freshman class of the White Swan High 
School consists of about fifty per cent white students and fiftjr 
per cent Indians. When the class gets ready to graduate, it runs 
about eight to twenty. If an Indian student gets behind in a class 
he is not pushed; consequently, he just gets disgusted and quits. 

The number of Indian students ^ich do go on and graduate is far 
below what it should be. The school board consists of a b\inch of 
farmers who went to this same school and never got past the tenth 
grade." Egbert B. Ward, White Swan, Washington, Yakima 

Need for Change in Indian Bureau - Mentioned 5 times 

"The Bureau of Indian Affairs will have to get employees 
who are more interested in their jobs and \dio will help the Indian 
youth with their educational problems. I know a large number of 
Indian youth who, if they could, would have attended college, but 
they lack the money to do so. Many of them are not even permitted 
to attend Haskell Institute. Consequently, they reject education 
and go out into the world unable to support themselves and usually 
they become so discouraged and eventually end up on the wrong. As 
you know, in many places Indians are just not accepted." Wayne 
Matthew Tindall, Macy, Nebraska, Omaha-Sioux 

"The Acoma people do need more education too, especially 
on government. As of now we don*t seem to have a competent govern¬ 
ment system." Patsy Ann Ortiz, McCartys, New Mexico, Acoma 

"The Government, now, is practically bending over back¬ 
wards to help the Indian people in this country. If|the Indian people 
would take advantage of all the opportunities afford^ them, they 
couldn’t help but get ahead as far as education and job opportuni¬ 
ties are concerned." Marjorie Vernwald, Kalispell, Montana, Chippewa 




40 




VI. LONG-RANGE PUNNING 


Each Area group developed statements of objectives and 
long-range plans. The tentative drafts in this part of the report 
are their initial attempts at developing these plans. Eventually 
with more study and discussion each Area will finalize its ideas 
into concise statements of educational policy to present to the Area 
Director and the Commissioner for their approval. 


a 



Confusion and Insecurity result %dien personnel do not understand the 
policy and principles of the organization 






Freedom and security result >riien personnel understand the policy and 
principles of the organization 




Area and Central Office personnel and tribal representatives discuss 
long-range educational plans 












POLICY STATEMENT 


ABERDEEN AREA 


In conformity vd.th the policy of the Branch of Education, 
Bureau of Indian Affairs, with Departmental directives,and with Fed¬ 
eral laws, it shall be the policy of the Aberdeen Area to simultane¬ 
ously attack the educational problems of the Indians on all fronts 
and at all levels, from beginning grades through adult programs, by 
bringing the problems to the attention of the Bureau of Indian Af¬ 
fairs, the Department of the Interior, the Congress, and to the pub¬ 
lic, and by working in cooperation with the Indian people. State and 
local public school authorities, private schools, and any other 
private or public agencies, to the end that there shall be provided 
the type of educational opportunities that best meet the needs of 
each individual and each group. 

1. To provide educational opportunities for all Indian 
children of school age. 

2. To provide guidance and counseling services to the 
students. 

3. To encourage and stimulate commimities to develop their 
educational responsibilities to the end that they will 
eventually assume these responsibilities. 

4* To stimulate and encourage the development of mutual 

readiness so that Federal and non-Federal schools may be 
merged at the earliest practicable date. 

5. To provide socializing experiences, that the Branch of 
. Education continue to support other agencies to help 
children live in new environments. 

To emphasize socializing experiences that will prepare 
Indian people to live in any community. 

IMPLEMENTATION OF POLICY 

1. Enter into Johnson-0♦Malley contracts with the States 
of North Dakota, South Dakota, and Nebraska, each in 
conformity with a State plan mutually acceptable to the 
State and the Bureau, for the education of Indian chil¬ 
dren as established by the State plan. 


45 


2 , 


• Operate Federal day schools in commimities where it 
is not practical or possible to enroll Indian students 
in public schools and it is deemed in the best in¬ 
terests of the Indian people* 

3* Operate boarding schools on and off reservations for 
Indian children who meet the criteria for enrollment 
in such schools. 

4* IVovide appropriate educational programs for both chil¬ 
dren and adults who are patients in the Sioux Sanatorium* 

5* Operate an adult education program in any community 
where the people need and desire such a program, pro¬ 
vided funds are available* 

6* Make available scholarships, grants, and loans - 
giving preference in the order named - to qualified 
Indians for vocational and professional training, pro¬ 
vided other programs are not available to them* 

7* Expand educational facilities to take care of the 
yearly increase of school population* 

8* Provide adequate quarters for all education personnel* 

The need is urgent* 


46 


POLICY STATEMENTS 


JUNEAU AREA 


The policy of the Juneau Area is based upon the point of 
view that Natives, as citizens of the Territory, are entitled to the 
same educational services and advantages as other citizens of Alaska* 
Therefore, the final responsibility for the education of all Natives 
rests with the Territory to the extent that Natives are situated as 
other citizens; and with the Federal Government to the extent that 
Natives differ frcm other citizens due to their origin and historical 
relations to the Federal Government. 

It is the policy of the Juneau Area to discharge the respon¬ 
sibility of the Federal Government, as stated above, whenever and 
wherever possible, by entering into contracts with the Territory and/or 
local school units when authorized by Territorial law rather than by 
providing educational services directly to Natives to the end that 
Natives and non-Natives may be educated together in the same school 
system. 


Due to the inadequate educational level of many Natives and 
the inability of the Territory to carry the burden financially and 
to meet the Natives’ educational needs within the limitations of the 
Territorial philosophy and prescribed courses of study, it is the 
policy of the Juneau Area to operate, either directly or through con¬ 
tract, boarding, day, and peripheral schools for Natives until such 
time as these limitations have been removed. 

It is the policy of the Juneau Area to carry on a program 
of Adult Education in fields of literacy and vocational competency. 

The ultimate goal of education is educational competency of 
all Native people so that they may participate fully and equally in 
the national life with other citizens. All educational effort should 
be directed toward advancing Natives consistently and deliberately 
toward that goal. 

1. Provide a local school program for villages now without 
such services and: 

a. Extend village schools insofar as possible 
through grades eight in order to raise the educa¬ 
tional level. Extending village programs throxigh 
grade eight will: 

(l) implement the policy of keeping education near 
the home community as much as is possible, es¬ 
pecially diuMng the formative years of a child’s 
life; 


47 


(2) raise the level of education so that many more 
Natives can compete for available Jobs within 
and/or outside their villages* 

2* Establish regional high schools extending through grade 
10 in Kotzebue, Barrow, Unalakleet, and Hooper Bay* Ex¬ 
perience shows that Natives are moving to larger village 
centers* This proposal is in agreement with the Terri¬ 
torial plan for a high school system* Careful guidance 
and training should direct students completing 10th 
grade in one of two directions; 

a* To a strictly academic high school for those who 
have the interest and ability for college training; 

b* To vocational schools for those interested in trade 
training* 

Initially the regional high school will be conducted on a 

day school basis* 

3* Arrange for instruction in Fairbanks public senior high 
school (grades 11 and 12) for those v^o are directed 
into academic courses* This would require the providing 
of boarding care and supervision by the Bureau, and a 
contract with the Fairbanks public school for instruc¬ 
tion* Fairbanks is recommended since it is a University 
town and the aim would be that many of these students 
would enroll in college following their high school 
training* 

4* Provide trade instruction at Mt* Edgecumbe* This would 
require readjustment of the vocational program to orient 
training to Job opportunities in Alaska* Steps already 
have been taken to eaQ>hasize airplane mechanics courses* 

5# Arrange, if possible, with the Sheldon Jackson School 

in Sitka or Haskell Institute, to give Edgecumbe students 
commercial training beyond the high school level* 

6* Carry on a program of adult education in the field of 
literacy and vocational competency in communities idiere* 
a demonstrated need exists* 


48 


EDUCATIONAL OBJECTIVES 
JUNEAU AREA 


1. Juneau Area Branch of Education - Statement of Policy 
(Policy developed and revised and awaiting approval by Commissioner; 
Chief, Branch of Education; and Area Director, Juneau Area.) 

2. Policy Development - As a pilot training program the 
portion dealing with postgradxiate commercial training at Sheldon 
Jackson, Sitka, was used to outline the methods of procedure for car¬ 
rying out a policy. The following steps were recommended: 

a. Determine the scope of program needed to meet needs. 

bl Determine extent of interest on part of parents 
and students. 

c. Determine budgetary and contractual limitations. 

d. Establish standards for the program. 

e. Enroll students in program. 

f. Carry on continual evaluation. 

g. Modify the program in line with findings. 

3. Long-range objectives (five years): 

a. All Native students of school age enrolled in 
school. 

(1) Elementary education for all students. 

(2) Secondary education for 50^ or more of all 
students. 

(3) Higher education for all those with demon¬ 
strated interest and ability. 

(4) Adult education opportunities for all under- 
educated adults. 

b. School facilities sufficient to meet the needs of 
All children of school age. 

(l)‘New construction on the elementary and second¬ 
ary level. 


49 


(2) Replacement of present inadequate and out¬ 
moded structures* 

(3) Remodeling of and additions to present struc¬ 
tures to meet needs on continuing basis* 

c* Educational program to meet the needs of the 

children in a changing mvironment* 

(1) Measurable progress made in bringing all 
students up to proper grade level in communi¬ 
cation skills* 

( 2 ) Develop a greater sense of understanding of 
and responsibility for conforming to time 
schedules* 

( 3 ) Develop an understanding and practice of the 
wise use of money through actual experience 
in budgeting and saving* 

Note; As time ran out, the committee decided to continue develop¬ 
ment of objectives at Area and Subarea levels through meetings of 
Educational Specialists, meetings of Supervisory Council and Area¬ 
wide in-service workshops* 


50 


POLICY STATEMENT 


MUSKOGEE - ANADARKO AREA AND CHEROKEE 


Except for parts of Mississippi and Louisiana, Indian chil¬ 
dren are admitted to public schools the same as other school children. 

In Oklahoma and Kansas public schools are avciilable to all 
Indian children in the elementary grades and generally on the second¬ 
ary level. Indian children can attend school on the same basis as 
non-Indian students. Johnson-0’Malley Act provides funds because of 
large amounts of tax-exempt Indian land in Oklahoma. 

(Mississippi and Louisiana) In areas vrtiere the largest 
concentration of Indian people live, admission to public schools has 
been denied Indian children of school age. 

(North Carolina) The State acknowledges responsibility 
for educating all the children including Indians in the State. The 
local public school accepts Cherokee children to the extent that 
facilities are available. 

(South Carolina) In South Carolina, the State has accepted 
the responsibility for education of Indian children. 

(Florida) In as far as public schools are available, the 
Indian children are accepted without cost to the Bureau. 

Adult Education 

To meet this need, fimdamental education programs have been 
established or authorized in Florida, Mississippi, and the Anadarko 
Area. 

Long-Range Plans 

1. Increase the holding power of all schools to reduce 
dropouts and to improve attendance. 

2. Develop special plans for atypical children including 
handicapped, children of superior ability, and children 
with behavior problems. 

3. Improve the professional aspects of our guidance pro¬ 
gram in all schools. 

4. Expand a planned program of in-service training for all 
employees, especially dormitory attendants. 


51 





5« Re-evaluate high school personnel programs and adapt 
them to current needs of youth. 

6* Continue planning for eventual transfer of school 
respcsisibility to the States. 

Plans for School Year 1957-58 

1. Place stronger emphasis on academic viork through grade 
8 with greater en^hasis on science and mathematics. 

2. Place greater emphasis on communicating skills in all 
grades. 

3. Conduct study of dropouts and of poor attenders. 

4* Improve high school program with greater emphasis on 
science and mathematics. (Workshop and reorganized 
programs.) 

5. Introduce adult education classes in some communities 
and expand the program in others. (Anadarko-Mississippi- 
Florida) 

6. Make, expand, and continue plans for ic^roving the 
skills and uj^erstandings ^of educational personnel. 


RECOMMENDATIONS 

(Muskogee - Anadarko - Cherokee) 

1. Post high school terminal vocational courses should be 
offered at Haskell £Lnd Chilocco for graduates from Bureau schools and 
public schools, which do not have suitable vocational training. 

2. Introduction of new coxirses in post high school train¬ 
ing should have approval of the Area Office. Duplication of courses 
offered elsewhere should be avoided, except where the demand exceeds 
the facilities available. 

3* Vocational tr 2 dning of the young adults should be ob¬ 
tained from Haskell or Chilocco while the older adults should take 
advantage of P. L. 959. 

4* The higher education program should be expanded through 
grants, working scholarships, and other available sources. 


52 



5» Indian youth, under proper guidance, should be encouraged 
to select vocational or academic objectives by the end of the tenth 
grade. 


6* Adult Education: 

a« Introduce and expand adult education programs in 
communities Kidiich have concentration of Indians 
who need and want such training. 

b. Eaqplore possible use of existing adult education 
programs. 

7*. Procedures pertaining to enrollment of children in board¬ 
ing schools should be reviewed for: 

a. Clarification of criteria. 

b. Greater uniformity throughout all areas. 

c. The branch having the authority to approve or dis¬ 
approve boarding school enrollment should be charged 
with the responsibility of follow-up to assure 
school attendance. 

d. Br^ch of Education should determine eligibility 
for vocational training at the high school and post 
high school level. 

Consideration should be given to providing additional 

professional staff at the Area level for this purpose 

and other guidance services. 

8. The Area Director, on recommendation of Area Director of 
Schools should be authorized to detail employees to attend workshops, 
conferences, etc., conducted by recognized educational institutions 
and organizations, when it is administratively determined to be to the 
advantage of the Government. 


53 


TENTATIVE POLICY PLANS 


PHOENIX AREA 


!• We must adjust our school programs to take care of needs 
of students dropping from school after the 8th grade. 

2. If we are really sensitive to our responsibilities, we 
will meet immediate needs in our school programs as well as those of 
a long-range nature. 

3. We must direct our program to give guidance and assist¬ 
ance to those high school graduates who are qualified and wish to con¬ 
tinue training in college, trade, or vocational schools. 

4. We must develop policyMnaking with the assistance of 
the Indian people, school employees, and administration. We must in¬ 
terpret the wants of the Indian people in such a way as to build a 
program to meet needs of all the people concerned. 

5. We must strengthen and expand the Adult Education pro¬ 
gram. These services, within a five-year period, should be available 
in all places where needed. 

6. We must expand the program of higher education as funds 
will permit. 

7. We must use students presently enrolled in college as 
an organized group of field representatives to encourage and help 
orient others interested in attending college. 

8. We must develop a more effective screening method to 
select and process those students interested in and capable of college 
work. 


9. We must make every effort to develop additional sources 
of scholarship funds. Special care should be exercised to insure full 
use of funds now available. 

10. We must encourage increased Indian participation in 
developing and carrying out educational policies. 

11. We must give consideration to the extension of vocational 
training by one year in selected places. 

12. We must direct attention to the taking of an accurate 
census at each agency. The Branch of Education, along with other 


54 


agencies, should participate in this activity. It is possible that 
Public Health Service vroijld be interested and should be encouraged 
to assist. Reasonably accurate census figures are necessary for 
placement purposes as well as for the projection of future construc¬ 
tion plans. 


13* As an Area, we need to be alert to the development of 
more effective recruitment in order that we might secure teachers 
fully qualified to meet the special requirements of Bureau schools. 

14* As adm^istrators and supervisors, we need to be con¬ 
scious of the gaps vrtiich Indians encounter in adjusting to a new 
cult lire. 


15. As administrators, we must devote more attention to 
the development of an adequate instruction program and to the convert¬ 
ing of ideas into action. 

16. We should encourage staff members to take advantage of 
in-service and other educational opportunities for professional growth 
and personal development. 

17* We should encourage educational personnel to join and 
take part in professional educational organizations at the State and 
local level. 


55 


LONG-RANCE PUNS 


PORTUND ARU 


1. Where it is agreed Indian enrollment no longer consti¬ 
tutes a financial burden on a school district participating under the 
Johnson-0’Malley Act, such school districts will be dropped from 
participation in the act* 

2. Adult education program will be expanded to include one 
teacher at Tacoma hospital and two more at Fort Hall* 

3* Special services which boarding schools furnish Indian 
students will be provided as long as no other workable plan can be 
provided * 


4* Curriculum implementation at nonreservation boarding 
schools will be re-evaluated periodically* 

5* Contingent upon the availability of funds, increased 
personnel, including recreational leaders, will be added to boarding 
school staffs* 

6* To encourage continued education, school dropout studies 
will be expanded. 

7* Emphasis on higher education will stress available 
scholarships, such as tribal, industrial, private, college, etc* 

8* Better understanding and acceptance of all education 
plans by the general public will be developed through; 

a* Personal contacts 

b* Press, feature articles, and miscellaneous 
publications 

c* Radio, TV, and films 

■■'i 

' d* Group meetings ' 

9. Increase awareness and implementation of devices of 
identifying disturbed children and provide staff training for working 
with these children* 

10* Continued cooperation will be extended to States on 
Public Law 815 and 874 and the Johnson-0’Malley Act. 


56 


LONG-RANGE PLANS 


BILLINGS AREA 


!• Johnson-0’Malley contracts will be revised to meet the 
changing educational needs of Indians. With the shift in population 
and the increase in State responsibility for educating all children, 
Indian and non-Indian, some districts may be dropped from participa¬ 
tion and other districts added for contract benefits. This will be 
done through the criteria under the State plan. 

2. Educational specialist will be included in the State 
contract to work with the public schools participating under the 
Johnson-0*Malley Act. 

3* An area educational specialist will be employed to work 
with Bureau of Indian Affairs operated schools. 

A* Adult education programs will be undertaken with North¬ 
ern Cheyenne and Rocky Boy’s Reservations. 

5. Special services which boarding schools and federally- 
operated dormitories furnish Indian students from nontaxable land 
should be provided as long as no other workable plan can be provided. 

6. Contingent upon the availability of funds, increased 
personnel will be added for providing an expanded recreational pro¬ 
gram in Federal boarding schools. 

7* Planning will be made for a two-weeks’ workshop for 
public and mission schools participating under Johnson-0’Malley. 

8. Attempts will be made to develop better understanding 
and acceptance of all educational plans by the general public through 

a. Personal contacts 

b. Press, feature articles, and miscellaneous 
publications 

c. Radio, TV, and films 

d. Group meetings 


57 


9. Increase awareness and implementation of identifying 
disturbed children and provide staff trained for working with these 
children. 


10, Continued cooperation will be extended to the States 
on Public Law 815 and 87A- and the Johnson-0»I4alley Act, 


58 


NAVAJO LONG-RAN®: EDUCATION PR0(31AM 


All Children in School 

!• Continued consultation and cooperation with the Navajo 
people. 

2. Continued collection of accurate census data. 

3# Maximum utilization of all school facilities. 

Improved and expanded public relations. 

5. Mutual consultation and cooperation with other 
branches. 

6. Establishment of new facilities based on known need. 

7* Improved school attendance. 

Optimum Development of Each Child 

A. Improved instruction and guidance programs. 

1. Qualified and con^etent personnel. 

2. Continued improvement of supervisory program. 

3. Continued in-service and out-service professional 
training. 

4. Strong emphasis on the guidance program. 

5. Implementation of performance standards. 

6. Improved and increased staffing. 

7. More efficient use of all modem teaching aids. 

8. Continued emphasis on the orientation program. 

9. Continued evaluation and curriculum development. 

B. Improved post-school opportunities. 

« 

1. Continued emphasis on placement and follow-up. 


59 






2« Encourage higher education. 

3« Increase and improve guidance services. 

Adult Program 

1. Expansion of adult education. 

2. Cooperation and consultation in relocation services. 




60 



LONG-RANGE PUNS 


CONSOLIDATED UTE AGENCY 
JICARILU AGENCY 
UNITED PUEBLO AGENCY 
ZUNI ACSNCY 


During the next five years the Branch of Education of the 
various Agencies represented in this group vdll attempt to develop 
the following program: 

General for A ll Agencies 

1. To continue the interpretation and implementation of 
the public school program by consultation with the Indian people and 
public school representatives. 

2. To continue providing educational opportunities for 
welfare cases by placing underprivileged children in federally- 
operated boarding schools. 

3. To provide a flexible program of vocational training 
in federally-operated boarding schools adequate to establish employ- 
ability. 

4. To establish and/or expand adult education programs as 
desired by the Indian people. 

5. To expand the Federal aid programs for higher education 
and to encourage the establishment of additional tribal programs with 
emphasis upon outright grants. 

6. To continue and improve coordination between the Federal 
schools and Public Health Service in health education and services. 

7. To promote a comprehensive public relation program so 
that the Indian people and the general public will understand and par¬ 
ticipate in a continually improving program. 

8. To involve the Indians to a greater extent in the planning 
of the educational program. 

9. To work with the Indian people and Federal and tribal 
employees to develop a philosophy of self reliance and to prevent the 
danger of increasing paternalism. 

10. To coptinue and expand a guidance follow-up program for 
graduates and dropouts. 


61 




11* To initiate a more critical research program, to 
gather and interpret the statistical data required for the under¬ 
standing and improvement of the educational program. 

Program for Specific Agencies 

A, Consolidated Ute Agency 
1, Long-Range Plans 

a. To eliminate the dormitory program at Towaoc Boarding 
School except for welfare cases and Navajo students as 
needed, 

b. To continue working with public school officials both 
local and State in granting aid and in proinoting pupil 
adjustment, 

c. To place emphasis on guidance to aid boarding school 
students to adjust socially and academically to the 
public school environment, 

d. To stim’ulate and encourage public school officials to 
adopt a more satisfactory vocational program, 

e. To continue guidance and counseling by Bureau personnel 
with the tribal education and social service committees 
at Towaoc and Ignacio in familiarizing Indian parents 
with the educational program and gaining their support 
and participation, 

f. To secure the joint cooperation of local school per¬ 
sonnel, social worker, tribal officials, and Indian 
people in establishing and conducting an adult education 
program based on needs and desires of the Ute Mountain 
community, 

g. To stimulate and encourage public school officials to 
establish a kindergarten program for Indian and other 
children who do not have a good command of English when 
entering school, 

h. To continue to recruit Navajo students for the Ignacio 
dormitory in grades two and above, 

i. To continue and expand the in-service guidance training 
program for dormitory attendants at Ignacio and Towaoc, 


62 




2. 1957-1958 Plans 


a* To continue working with public school officials both 
local and State in granting aid and in promoting pupil 
adjustment* 

b* To place emphasis on guidance to aid boarding school 
students to adjust socially and academically to the 
public school environment. 

c. To continue guidance and counseling by Bureau personnel 
with the Tribal Education-Social Service Committees at 
Towaoc and Ignacio in familiarizing Indian parents with 
the Education Program and -gaining their support and 
participation. 

d. To secure the joint cooperation of local school per¬ 
sonnel, social worker, tribal officials and Indian people 
in establishing an adult education program at Towaoc. 

e. To continue to recruit Navajo students for the Ignacio 
dormitory in grades two and above. 

f. To continue and expand the in-service guidance training 
program for dormitory attendants at Ignacio and Towaoc. 

g. Continue scholarship program. 

B. Jicarilla Agency 

1. Long-Range Plans 

a. To develop the guidance and general dormitory plans to 
facilitate integration into the public schools. 

b. To continue cooperation and coordination of Bureau and 
public school programs to meet: 

(1) The needs of the Indian students vocationally. 

(2) The needs of the Indian students in adjusting them¬ 
selves and their families to new public school 
demands and standards. 

(3) The legal requirements, tribal and State, in relation 
to enrollment and attendance. 



63 



c. To expand the post-school program, particularly in 
relation to the established tribal scholarship program 
(Chester £• Paris Scholarship Fund): 

(1) Vocational education 

(2) Professional or college training 
(a) Practical nursing 

d. To continue the development of the Adult Education Program. 

e. To develop a tribal recreational program. 

f. To improve coordination with Public Health, Welfare, and 
Relocation in respect to all educational programs. 

C. Zuni Agency 

1. Long-Range Plans 

a. To integrate the elementary grades of the Zuni Day School 
system in the public school system on the basis of mutual 
readiness to effect a continuous public school program to 
tie in with the existing one on the secondary level. 

b. To continue to operate the existing dormitory facilities 
at Ramah and to expand the facilities to meet the needs 
of the entire school population residing in the Ramah 
public school area which includes those for whom no board¬ 
ing or bus facilities are available. 

c. To strive for a continuation of a prefirst readiness pro¬ 
gram, not now available in the public school, v^ereby 
children integrated in the public school wi]J. not be re¬ 
tarded. 

d. To encourage additional vocational offerings on the high 
school level. 

e. To encourage functioning of a tribal educational com¬ 
mittee for each Indian group for the purpose of: 

(1) representing the tribal group in evaluating the school 
programs and to make recommendations according to 
needs; 

(2) repn^senting the tribe on policy development; 


64 



(3) coordinating plans with public school officials; and 

( 4 ) strengthening the higher education guidance program. 

2. 1957-1958 Plans 

a. To transfer grades 5 and 6 of the Zuni Day School to the 
public school in order to provide space for the in¬ 
creased enrollment of younger pupils. 

b. To arrange for transfer of over-age pupils now enrolled 
in the Ramah dormitories to nonreservation special pro¬ 
grams to make room for six-year-old children and for those 
in the regular academic program. 

c. To encourage increased participation on the part of the 
tribe in the guidance program for maintaining attendance 
and follow-up on dropouts through a full-time coordinator. 

d. To expand the community recreational program through 
coordinated efforts of other schools, agencies, and the 
community. 

e. To encourage increased participation in P.T.A. and other 
organizations and to place greater emphasis on parental 
responsibility. 

f. To continue the functioning of the coordinated group of 
administrators in the local Zuni schools (Federal, paro¬ 
chial, and public) and the tribal representatives in 
matters of policy, problems, and program pertaining to 
education. 

D. United Pueblos Agency 
I General 


1. Long-Range Plans 

a. To analyze, re-evaluate, and revise, through existing 
committees, the curriculum offerings to make them more 
consistent with social and technological changes. 

b. To extend the program of special education for excep¬ 
tional children at both extremes of the scale. 

c. To revise the Arts and Crafts program to emphasize 
aesthetic and expressional values rather than vocational 
aspects'; to establish a helping teacher in art instruc¬ 
tion in the day schools. 


65 




d* To initiate a more critical research program to gather 
and interpret statistical data required for the 
analysis and advancement of the educational program* 

2. 1957-1958 Plans 

a* To analyze, re-evaluate, and revise, through existing 
committees, the curriculum offerings to make them more 
consistent with social and technological changes* 

-b* To continue work with exceptional children with 

particular emphasis upon developing methods of identi¬ 
fication and the training of personnel in teaching 
procedures and techniques* 

c* To establish a helping teacher position to strengthen 
the Arts and Crafts program in the day schools* 

d* To provide additional personnel to make possible the 
collection, organization, and evaluation of data for 
the solution of school problems and the projection of 
needs* 

e* To organize a consultative committee consisting of the 
All Pueblo Council Education Committee and Agency 
Branch of Education representatives and schedule meet¬ 
ings for discussion of program features of mutual 
interest* 

f* To detail educational specialists to serve in a con¬ 
sultative capacity to public school officials and 
Indian people during this first year of transition 
where transfer has been made from federally-operated 
to public schools* 

g* Present the program of adult education to the Indian 
communities in order of need or priority for their 
acceptance of the seven additional units authorized* 
Plan for coordination and supervision for the total 
agency adult education program* 

h* To provide specific channels for Indian pupils graduat¬ 
ing from public schools to secure information regarding 
various t;yq)es of Federal aid for higher education and 
to provide assistance in accomplishing applications 
for such aid* 

II Day Schools 

1* Long-Range Plans 

a* To provide junior high school facilities on the Laguna 
Reservation* 


66 



b. To provide consolidated elementary schools on the 
Laguna and Acoma Reservations, 

c. To transfer all high school students of the Cochiti, 
San Felipe, and Santo Domingo Pueblos to the 
Bernalillo public schools as soon as provisions for 
their acceptance can be made, 

d. To transfer all pupils in excess of 90 at the San 
Felipe Day School to the consolidated Bernalillo 
public schools. 

2, 1957-1958 Plans 

a. To relieve overcrowded conditions in dai' schools by 
transferring fifth and sixth grades to the Albuquerque 
and Santa Fe Boarding Schools and to provide facili¬ 
ties and personnel in the two nonreservation boarding 
schools for such grades. 

b. To explore the possibilities of initiating a kinder¬ 
garten program vrtiere the need is urgent and facilities 
are available, 

c. To explore the possibilities of the transfer of the 
pupils of Nambe, Jemez, and Zia Day Schools to the 
State. 

Ill Reservation Boarding Schools 


1, Long-Range Plans 

a. To increase dormitory and classroom facilities to pro¬ 
vide for 120 pupils at the Alamo Boarding School and/or 
explore possibilities of transferring these pupils to 
the Magdalena public school which will necessitate 
the construction of dormitory facilities and provisions 
for operating one ungraded primary classroom in 
Magdalena. 

2. 1957-1958 Plans 

a. To explore the relative merits of expanding the Alamo 
Boarding School at its present location or establish¬ 
ment of dormitory facilities and one ungraded primary 
classroom at Magdalena and develop plans accordingly, 

b. To convert, the Canoncito Day School to a boarding 
school for approximately 120 pupils. (This number 
will include some day pupils) 


67 




IV Nonreservation Boarding Schools 


1. Long-Range Plans 

a# To continue efforts to improve school programs through 
cooperative planning, educational leadership, orienta¬ 
tion, in-service training, improved communication, and 
constant evaluation. 

b. To appraise the existing staffing pattern and the 
qualifications of personnel in terms of school needs 
and effect changes vdiich; 

(1) Insure more effective use of personnel. 

(2) Attract and hold highly qualified employees in 
all work areas. 

c. To revise the vocational programs so that they will 
guarantee at least: 

(1) Minimum academic background and minimum social 
adjustment skills essential to successful 
participation in vocational life. 

(2) A broader base in vocational education and thereby 
widen the possibility of emplo;>’ment in an ever- 
changing technological or labor market. 

d. To effect changes in the nonvocational aspects of the 
Home Economic program which will improve skills in 
management and home living. 

e. To djnprove instruction by eliminating teaching over¬ 
loads and by providing adequate instructionaJ material. 

f. To improve the guidance program: to insure adequate: 

(1) Pupil Accounting 

(2) Orientation 

(3) Testing 

(а) Counseling 

(5) Guidance classes 

(б) Social activities 

(7) Co-curricular activities 

(8) Placement and follow-up 

g. To strengthen staff ability to use dynamics in the 
public relation program. 


68 



h. To improve the health program for students in all 
aspects of their vocational program* 

i* To make a critical analysis of dropouts and revise 
the program in the light of demonstrated facts and 
needs. 

j. To coordinate further the program of scholarships, 
loans, grants, and placement of students. (Universi¬ 
ties, foundations, tribal council, working scholar¬ 
ships) 

k. To provide adequate physical facilities and plant 
maintenance to carry out the foregoing program (four 
dormitories at Albuquerquef auditorium, school build¬ 
ing, and recreational facilities at Santa Fe). 

2. 1957-1958 Plans 

a. To provide for 5th and 6th grades from day schools in 
the boarding schools to relieve overcrowding in the 
da^' schools. 

b. To adjust staffing pattern to provide for adequate 
staff in all departments of the boarding schools. 

c. To increase classroom facilities to provide for addi¬ 
tional space for elementary students and for a reduc¬ 
tion of overloaded classes.^ 

d. To combine boys*vocational and agricultural depart¬ 
ments under one department head with decreased emphasis 
on agriculture. 

e. To make changes in the academic, vocational, home 
economics, and agriculture departments to comply with 
reconmendations by various survey groups. 

f. To continue and expand in-service training of entire 
staff. 

g. To make library facilities available during out-of- 
school hours, particularly in the evenings. 

h. To continue work to keep our curriculum current and 
pertinent. 

i. To sharpen teaching skills and supervisory services to 
better implement the existing curriculum. 


69 


j. To improve the efficiency of teaching by furnishing 
or replacement of instructional materials# 

Persons Whose Support Must Be Obtained If the Prograrri is To. B s Successful 

1. Tribal Council and Indian Leaders 

2. Tribal education and social service committees 
3# People of the community, Indian and non-Indian 
U* Central Office education personnel 

5* Area and Agency personnel: 

a# Adult education representatives 
b. Social vrorkers 
c• Relocation officers 
d# Law and Order personnel 

6# Other Law and Order agencies personnel 

7* USPHS personnel 

8# State and local public school personnel 
9# Religious workers 

10# Civic and service organizations personnel 

11. Press, radio, and television representatives 

12. Representatives of other educational institutions 
and organizations 

13. Indian youth organizations personnel 

14. Scholarship foundations personnel 

15. Employment agencies personnel 









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